Porter portfolio
Breana Porter
Dr. Sherry
Foundations of College Writing
This semester I took the course, Foundations of College Writing. During this class we learned different techniques and ways to communicate with different audiences. In this course we were able to do research and create opinions and findings to form a research paper. Within this portfolio I will explain the different types of assignments we were assigned to do and the outcome of those assignments
Goal A - Students will be able to compose for particular audiences and purposes.
For goal A I chose to use the Ear project as an example. The E.A.R project relates to this because it was all about different styles and genres of writing. For this project I tried to state information in a brochure type of format. The way I gave out information in the project was to catch the minds of students on college campuses drinking. I figured that 1 thing most of the students on this campus do if go out drinking. Instead of saying how bad it is and giving out tips to prevent students from drinking I gave out tips on how to stay safe and expand their college experiences. I thought this was a good way to reach out to students and remind them of the sources on campus.
Part of this project we had to do a satire/parody of our topics. A satire is a use of sarcasm to mock or criticize something. My goal for this satire was to not bash on people who party but make it very well known that you can't stop students from having a good time in school, even if that includes drinking. I think I did really good on this satire due to the fact that their are people who are extremely prude to everything and don't have what other people might see as a "good time". This was to show that you can't force anyone to do what they don't want to do.
Both of these projects connect with the goal because I used two different types of audiences to reach out to, to complete the purpose of each project.
Goal B - Students will be able to compose using language and conventions appropriate to genre.
This goal basically means that students are able to create different attention grabbers for the desired audience. For this goal I chose to explain the work of my Ear Flyer. This flyer was meant to grab the eye of freshman. I think I did a great job on this because this flyer talks about a common problem throughout all college campuses and ways a new freshman can help his or herself. The P.A.G.E principles were incorporated in this flyer. The P.A.G.E principles stand for, Purpose, Audience, Genre and Engagement. I feel as if I did a good job demonstrating these principles in my flyer. This helped me to learn different techniques to suit a certain audience.
Goal C - Students will be able to read, select, and use evidence critically to formulate and support arguments.
This goal means to be able to pick out important details to support your statement. In class we were able to translate this goal into our own meanings. I decided to choose the C.L.U.E project as a way to represent this goal. The C.L.U.E project is well explained as being able to help with the way we see our audiences, the purpose of things and how we interpret genre. I was able to make different visual aids to suit the different kinds of audiences. For the C.L.U.E project I choice to do it on college drinking. I figured this would tie into the goal because of the interviews and research that I had to do to find my findings. It helped me to connect with different types of people involved in greek life and not involved which helped me to recognize the driving force of college drinking.
I think the reason of this research was to help us students be able to properly find evidence to support arguments to why something might be happenings. I liked the way I decided to do a powerpoint instead of a paper. I feel as if the PowerPoint helped me to lay out information in a more easy to read way since different information was on different slides.
For another example of this goal I chose to focus on the 3INs. The 3Ins stand for Introduce, Insert and Interpret. I used this technique on my CLUE project. I used background information from different sites and used statistics to help the audience understand what I was talking about.
According to the 2011 monitoring and future study survey 36% of college students admitted to drunk driving. After conducting another study back in 2001 an estimated 2.8 million college students drove under the influence. (1)
As you can see I used "introduce to help set the stage for the audience , to help them understand the subject I am talking about.
A question on everyone’s mind is, “Why do people drink and drive?” (2)
For number to I chose to use this as my insert because It was the driving force of my paper. It was one of the main question I was doing my research on.
After reading information from Why Guides it was said that sometimes people feel immune to the effects of alcohol. This and every person is different with different tolerance levels. For example two cups of beer can make someone “drunk” while it takes 5 cups of beer for someone else to get drunk. (3)
For the last stage of the 3INs as you can see the interpret aspect of these couple sentences. This was the last part of the research on the drinking and drinving statistics.
1: Introduce 2: Insert 3: Interpret
Goal D - Students will be able to interpret and compose in a variety of media and print/non-print genres.
For this goal students are able to create different kinds of media and genres. For this goal I choose to talk about the C.R.A.P principles. The C.R.A.P principles represent Contrast, Repetition, Alignment, and Proximity. I think that these principles helped a lot when it came to fully completing my project. For this project I kept the theme of college drinking. After going through each principle I realized that my project looked so much better and well organized. The brochure is aligned and there is a repetition of things I am talking about.
After viewing my work on my brochure I really think the student advice stood out the most because it relates to students and I think students learn more from their peers and how they think.
Goal E - Students will be able to discuss and apply appropriate writing processes both individually and in collaborative contexts.
This goal means that students are able to work together to share thoughts and ideas to collaborate each others work. Peer review has helped me to receive examples from others and show me different kinds of techniques and styles to make my work better. For this goal I was able to work together in small groups to collaborate writing styles. I was able to get the help of peers to review my work from their perspective. Some times we were able to do this was when we did our lit circles and every time after writing a paper. I learned how to take advice and I was hoping that each time my paper got reviewed that the reviewer was being 100% honest. After our peer reviews we were able to do individual work and review ourselves after getting feedback.
This checklist is a checklist that Dr. Sherry does after reviewing your draft. This checklist helps a lot because it shows what he is expecting out of you and how you can make your work better. This checklist helped me improve my TELL paper dramatically. I didn't know how off I was with the whole paper and that I was missing key parts of it. Below I will show you the final draft of my tell paper after receiving feedback form the checklist. This feedback helped me to connect all the artifacts together to make the paper flow and not seem choppy.
I think the review and checklist helped a lot to see where the teach is coming from and what he expects from you. I think this goal is the most importantbecause sometimes I didn't realize how off I was with my work until I got together with others to explain what I could have done better, what I did that was good, and how I could improve next time.
Breana Porter
Dr. Sherry
Foundations of College Writing
This semester I took the course, Foundations of College Writing. During this class we learned different techniques and ways to communicate with different audiences. In this course we were able to do research and create opinions and findings to form a research paper. Within this portfolio I will explain the different types of assignments we were assigned to do and the outcome of those assignments
Goal A - Students will be able to compose for particular audiences and purposes.
For goal A I chose to use the Ear project as an example. The E.A.R project relates to this because it was all about different styles and genres of writing. For this project I tried to state information in a brochure type of format. The way I gave out information in the project was to catch the minds of students on college campuses drinking. I figured that 1 thing most of the students on this campus do if go out drinking. Instead of saying how bad it is and giving out tips to prevent students from drinking I gave out tips on how to stay safe and expand their college experiences. I thought this was a good way to reach out to students and remind them of the sources on campus.
Part of this project we had to do a satire/parody of our topics. A satire is a use of sarcasm to mock or criticize something. My goal for this satire was to not bash on people who party but make it very well known that you can't stop students from having a good time in school, even if that includes drinking. I think I did really good on this satire due to the fact that their are people who are extremely prude to everything and don't have what other people might see as a "good time". This was to show that you can't force anyone to do what they don't want to do.
Both of these projects connect with the goal because I used two different types of audiences to reach out to, to complete the purpose of each project.
Goal B - Students will be able to compose using language and conventions appropriate to genre.
This goal basically means that students are able to create different attention grabbers for the desired audience. For this goal I chose to explain the work of my Ear Flyer. This flyer was meant to grab the eye of freshman. I think I did a great job on this because this flyer talks about a common problem throughout all college campuses and ways a new freshman can help his or herself. The P.A.G.E principles were incorporated in this flyer. The P.A.G.E principles stand for, Purpose, Audience, Genre and Engagement. I feel as if I did a good job demonstrating these principles in my flyer. This helped me to learn different techniques to suit a certain audience.
Goal C - Students will be able to read, select, and use evidence critically to formulate and support arguments.
This goal means to be able to pick out important details to support your statement. In class we were able to translate this goal into our own meanings. I decided to choose the C.L.U.E project as a way to represent this goal. The C.L.U.E project is well explained as being able to help with the way we see our audiences, the purpose of things and how we interpret genre. I was able to make different visual aids to suit the different kinds of audiences. For the C.L.U.E project I choice to do it on college drinking. I figured this would tie into the goal because of the interviews and research that I had to do to find my findings. It helped me to connect with different types of people involved in greek life and not involved which helped me to recognize the driving force of college drinking.
I think the reason of this research was to help us students be able to properly find evidence to support arguments to why something might be happenings. I liked the way I decided to do a powerpoint instead of a paper. I feel as if the PowerPoint helped me to lay out information in a more easy to read way since different information was on different slides.
For another example of this goal I chose to focus on the 3INs. The 3Ins stand for Introduce, Insert and Interpret. I used this technique on my CLUE project. I used background information from different sites and used statistics to help the audience understand what I was talking about.
According to the 2011 monitoring and future study survey 36% of college students admitted to drunk driving. After conducting another study back in 2001 an estimated 2.8 million college students drove under the influence. (1)
As you can see I used "introduce to help set the stage for the audience , to help them understand the subject I am talking about.
For number to I chose to use this as my insert because It was the driving force of my paper. It was one of the main question I was doing my research on.
For the last stage of the 3INs as you can see the interpret aspect of these couple sentences. This was the last part of the research on the drinking and drinving statistics.
1: Introduce
2: Insert
3: Interpret
Goal D - Students will be able to interpret and compose in a variety of media and print/non-print genres.
For this goal students are able to create different kinds of media and genres. For this goal I choose to talk about the C.R.A.P principles. The C.R.A.P principles represent Contrast, Repetition, Alignment, and Proximity. I think that these principles helped a lot when it came to fully completing my project. For this project I kept the theme of college drinking. After going through each principle I realized that my project looked so much better and well organized. The brochure is aligned and there is a repetition of things I am talking about.
After viewing my work on my brochure I really think the student advice stood out the most because it relates to students and I think students learn more from their peers and how they think.
Goal E - Students will be able to discuss and apply appropriate writing processes both individually and in collaborative contexts.
This goal means that students are able to work together to share thoughts and ideas to collaborate each others work. Peer review has helped me to receive examples from others and show me different kinds of techniques and styles to make my work better. For this goal I was able to work together in small groups to collaborate writing styles. I was able to get the help of peers to review my work from their perspective. Some times we were able to do this was when we did our lit circles and every time after writing a paper. I learned how to take advice and I was hoping that each time my paper got reviewed that the reviewer was being 100% honest. After our peer reviews we were able to do individual work and review ourselves after getting feedback.
This checklist is a checklist that Dr. Sherry does after reviewing your draft. This checklist helps a lot because it shows what he is expecting out of you and how you can make your work better. This checklist helped me improve my TELL paper dramatically. I didn't know how off I was with the whole paper and that I was missing key parts of it. Below I will show you the final draft of my tell paper after receiving feedback form the checklist. This feedback helped me to connect all the artifacts together to make the paper flow and not seem choppy.
I think the review and checklist helped a lot to see where the teach is coming from and what he expects from you. I think this goal is the most importantbecause sometimes I didn't realize how off I was with my work until I got together with others to explain what I could have done better, what I did that was good, and how I could improve next time.